This study surveyed male counselor educators regarding the impact of being male upon their professional relationships. Participants (N=163) were surveyed about their attitudes concerning the influence of gender on their relational behavior, as well as their relationship practices with students and colleagues. Mixed-methods analyses revealed a majority of respondents believed being male influenced their relationship behavior and reported experiencing relationship challenges unique to male counselor educators. Male counselor educators shared strategies to avoid the perception of impropriety when engaging in teacher–student relationships. Consultation, engagement in group activities and avoidance of being alone with students were cited as common strategies to ensure appropriate teacher–student boundaries.
This study examined the Substance Abuse Subtle Screening Inventory-3’s (SASSI-3) ability to predict Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5) substance use disorder criteria. Various data sets were collected from college students, patients at a residential substance use disorder treatment center, and clients of a private, non-profit forensic and mental health treatment center (N = 241). Agreement between the SASSI-3 and DSM-5 diagnosis was fair.
A total of 370 counselor educators in CACREP-accredited programs were surveyed to determine their knowledge of master’s students’ problems of professional competence (PPC) and their perception of roadblocks that affect gatekeeping practices. Findings suggest that educators are aware of students’ PPC and that problematic students are impacting the overall learning environment, other students and counselor educators’ personal stress. Participants reported roadblocks related to struggling emotionally to balance being empathetic with their gatekeeping duties and fears they would appear culturally insensitive.
Research studies indicate that the number of African Americans diagnosed with oppositional defiant disorder (ODD) is disproportionately higher than other demographic groups. A consensual qualitative research (CQR) design was used to understand the contextual factors, diagnostic processes and implications associated with ODD in African American males. Six mental health professionals were interviewed and four domains identified: insurance influence, ODD diagnostic criteria, ODD stigmatization, and assessment, diagnosis, and treatment. Findings indicated that factors beyond the health needs of the client, including counselor bias, might play a critical role in diagnostic assessment. Implications are provided for counselors and counselor educators. Recommendations for further research are suggested on the diagnosis–billing model and the long-term implications of ODD diagnoses for African American males.
Counseling graduate students may begin practicum with low self-efficacy regarding their counseling abilities and skills. In the current study, we implemented a small-series (N = 11) single-case research design to assess the effectiveness of the practicum experience to increase counseling students’ self-efficacy. Analysis of participants’ scores on the Counselor Activity Self-Efficacy Scale yielded treatment effects indicating that the practicum experience encompassing direct services, group supervision, and triadic supervision may be effective for increasing counselor self-efficacy. Given that the practicum experience with triadic supervision was a promising approach for improving counseling graduate students’ self-efficacy, we provide implications for counselor educators to integrate triadic supervision and self-efficacy to the forefront of discussions.